Browsing by Author "Sheldon, Timothy"

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21st Century Community Learning Centers: Pathways to Progress Project, Saint Paul Public Schools: Annual Evaluation Report (Fall 2001)
(University of Minnesota, Center for Applied Research and Educational Improvement, 2001) Wahlstrom, Kyla; Sheldon, Timothy; Anderson, Roger; Zorka, Holly; Center for Applied Research and Educational Improvement
Pathways to Progress is a three year, federally funded grant that establishes community learning centers at each of the eight Saint Paul Public School sites. These community learning centers are designed to provide coordinated expanded day and year community learning activities for students, families and community members in Saint Paul, Minnesota.
21st Century Community Learning Centers: Pathways to Progress, Saint Paul Public Schools: Final Evalution Report
(University of Minnesota, Center for Applied Research and Educational Improvement, 2004-03) Wahlstrom, Kyla; Sheldon, Timothy; Lewis, Ashley; Center for Applied Research and Educational Improvement
Pathways to Progress is a three year, federally funded grant that establishes community learning centers at each of the eight Saint Paul Public School sites. These community learning centers are designed to provide coordinated expanded day and year community learning activities for students, families and community members in Saint Paul, Minnesota.
Building Community-University Partnerships: Learnings from Practice for Institutions and Individuals Engaged in Urban and Other Partnerships
(2011) Maruyama, Geoffrey; Adams, Martin; Gebauer, Hilary; Kawase, Maki; Sheldon, Timothy; Upadhyay, Bhaskar; Jones, Robert
This engagement guide is intended to provide readers with information that will help them as they work to build sustainable community-university partnerships. It focuses on urban partnerships, and is largely based on our experiences over several years in building community-university working teams to help address issues central to the vitality of our partner communities. The work was part of broad efforts by the University of Minnesota to develop sustainable partnerships with urban communities. Although our examples and focus are urban, the learnings and processes should apply as well to non-urban issues, for rural and small town areas are facing many of the same issues as urban and metropolitan areas, and principles of partnership development transcend settings. The work engages faculty and professional staff who bring their conceptual perspectives and methods and tools to address the issues. But it also involves students, for today’s college students will need skills to address urban and other challenges as they move through their careers.
Charting a New Course: A Study of the Adoption and Implementation of Standards-Based Mathematics Curricula in Eight Minnesota School Districts: Final Report to Sci MathMN (Fall 2001)
(University of Minnesota, Center for Applied Research and Educational Improvement, 2001) Michlin, Michael; Seppanen, Patricia; Sheldon, Timothy; Center for Applied Research and Educational Improvement
Across the state of Minnesota, school districts have adopted a variety of new mathematics curricula developed in the 1990s with the support of the National Science Foundation. As of spring 2000, more than 100 districts in Minnesota were using one of these standards-based curricula at the elementary, middle and/or high school levels. This is the final report of the multi-year study of implementation and impact of standards-based curricula in Minnesota in several district settings.
Education Leaders Perspectives on Social & Emotional Learning
(University of Minnesota Extension Center for Youth Development, 2016-04) Blyth, Dale; Flaten, Kyla; Sheldon, Timothy
This peer-reviewed series of issue briefs is designed to help people understand, connect and champion social and emotional learning in a variety of settings and from a variety of perspectives.
Elements of an Engaged University: Minnesota Youth Community Learning (MYCL) Initiative of the Konopka Institute for Best Practices in Adolescent Health at the University of MInnesota (Final Evaluation Report)
(Center for Applied Research and Educational Improvement, 2007) Sheldon, Timothy
There is a threefold purpose to this final evaluation report: to describe the evaluation activities that have taken place during the grant period, to summarize the key findings of the evaluation, and to offer some conclusions based on the perspective of an outside evaluator. The report and is organized around the evaluation questions (below) that were posed by the W. K. Kellogg Foundation. To what extent have MYCL Initiative activities been successful? What are the perceived benefits (and challenges) of community/University partnerships? How might MYCL activities become the building blocks for long-term community engagement? What are some distinguishing features and essential elements of an engaged institution? How can engagement be sustained as central to the university mission and system?
Evaluation of Youth Frontiers, 2009-2010
(Center for Applied Research and Educational Improvement, 2010-07) Sheldon, Timothy; Gordon, Molly; Rickers, Susan
Youth Frontiers is a nonprofit organization that partners with schools to build positive communities where students thrive socially, emotionally and academically. In September 2008, Youth Frontiers, Incorporated (YF) contracted with the Center for Applied Research and Educational Improvement (CAREI) to conduct an evaluation of YF programming over three years. The purpose of our evaluation is threefold: to determine the extent that participation in YF programming increases students’ social and emotional learning competencies; to determine if participation helps students feel more connected to peers and adults in their school communities; and to determine whether YF retreats have a positive effect on youth participants and the school as a whole.
Evaluation of Youth Frontiers, 2010-2011
(Center for Applied Research and Educational Improvement, 2011-07) Sheldon, Timothy; Gordon, Molly; Rickers, Susan
Youth Frontiers is a nonprofit organization that partners with schools to build positive communities where students thrive socially, emotionally and academically. In September 2008, Youth Frontiers, Incorporated (YF) contracted with the Center for Applied Research and Educational Improvement (CAREI) to conduct an evaluation of YF programming over three years. The purpose of our evaluation is threefold: to determine the extent that participation in YF programming increases students’ social and emotional learning competencies; to determine if participation helps students feel more connected to peers and adults in their school communities; and to determine whether YF retreats have a positive effect on youth participants and the school as a whole.
Implementation of the Quality Compensation program (Q Comp): A Formative Evaluation
(University of Minnesota, Center for Applied Research and Educational Improvement, 2006) Wahlstrom, Kyla; Sheldon, Timothy; Peterson, Kristin; Center for Applied Research and Educational Improvement
The report describes the range of implementation strategies and activities early adopter districts and sites have used in the implementation of the Quality Compensation Program (Q Comp), which is the alternative pay initiative enacted by the Minnesota Legislature. It also summarizes successes and concerns of those pilot sites, since their experiences can be highly informative for other districts and charter schools moving forward to create their own Q Comp plans.
Leadership for Literacy Grant, 2002: Final Evaluation
(University of Minnesota, Center for Applied Research and Educational Improvement, 2002) Wahlstrom, Kyla; Sheldon, Timothy; Center for Applied Research and Educational Improvement
The Leadership for Literacy Grant, competitively awarded to Minnesota School District 622, has had a goal of building leadership for literacy through the design and implementation of professional learning communities. Grant resources provided for a set of activities, which were designed to foster a collaborative culture in the district among teachers and staff.
Minneapolis Public Schools Observational Drawing Evaluation Report
(Center for Applied Research and Educational Improvement, 2011-06) Sheldon, Timothy; Peterson, Kristin
Minneapolis Public Schools (MPS) was awarded a grant by American Honda Foundation to implement observational drawing in 20 elementary and middle school classrooms in 2010. Minneapolis Public Schools used observational drawing to teach skills of observation and apply them in the context of scientific investigation. Classroom teachers and the teaching artists had varying levels of experience with observational drawing. Minneapolis Public Schools contracted with the Center for Applied Research and Educational Improvement (CAREI) to assess the impact of implementing this technique in a sample of MPS classrooms.
The Minnesota Children, Youth and Families At Risk Project: Impact Report 2009
(University of Minnesota Extension, 2009) Skuza, Jennifer; Tzenis, Joanna; Sheldon, Timothy
The Minnesota CYFAR Sustainable Communities Project is focused on strengthening the ability of middle school aged youth to set and achieve short and long-term educational goals by using an innovative and organic afterschool program model that is highly experiential. The aim of the program is to help youth own their learning by igniting their interest in education and to work with parents and guardians to support them in their role as their child's first educator. This impact report describes the program model and the educational resources we used to develop it. It also highlights some of the promising early results, along with the resources developed during the project’s first year. There are also find descriptions of the communities, youth, and parents this project serves.
The Minnesota Children, Youth, and Familes at Risk Project: Impact Report 2010
(Regents of the University of Minnesota, 2010) Skuza, Jennifer; Sheldon, Timothy; Sheehan, Trish; Tzenis, Joanna
The Minnesota CYFAR Sustainable Communities Project is focused on strengthening the ability of middle school aged youth to set and achieve short and long-term educational goals by using an innovative and organic afterschool program model that is highly experiential. The aim of the program is to help youth own their learning by igniting their interest in education to to work with parents and guardians to support them in their role as their child's first educator. This reports features the impact from the second year of the project whereby sixty-nine youth and seventy-one parents and guardians participated.
The Minnesota Children, Youth, and Families at Risk Project: Impact Report 2011
(University of Minnesota Extension, 2011) Skuza, Jennifer; Tzenis, Joanna; Sheldon, Timothy; Pierson Russo, Jessica
The Minnesota CYFAR Sustainable Communities Project is focused on strengthening the ability of middle school aged youth to set and achieve short and long-term educational goals by using an innovative and organic afterschool program model that is highly experiential. The aim of the program is to help youth own their learning by igniting their interest in education to to work with parents and guardians to support them in their role as their child's first educator. This reports presents the evaluation results and demonstrates the impact that the Minnesota CYFAR Sustainable Communities Project has had on youth participants during its third year.
Minnesota State Teacher Development, Evaluation and Peer Support Model Pilot: Initial Evaluation Report
(2014-02-05) Dretzke, Beverly; Ingram, Debra; Kwon, Melissa; Peterson, Kristin; Sheldon, Timothy; Wahlstrom, Kyla; Crampton, Anne; Dahmes, Shannon; Larabee, Kaitlyn; Lim, Alicia
Minnesota Statute requires that districts begin evaluating teachers in the 2014-2015 school year. In response to the statute, during early winter 2011, the Minnesota Department of Education (MDE) convened a work group to consult with the Commissioner to develop a state model for teacher growth and development. In winter 2013, MDE released the Minnesota State Teacher Development, Evaluation, and Peer Support Model (hereafter “Model”) and began planning for a pilot of the Model during the 2013- 2014 school year (hereafter “Pilot”). The Model includes three components: 1) teacher practice, 2) student engagement, and 3) student learning and achievement. Sixteen school districts and one charter school across Minnesota agreed to participate in the Pilot. Six of the districts are implementing the full Model (all three components) and nine districts are implementing one or two components of the Model. The size of participating districts varies widely, ranging from 287 students to 7,356 students. In August 2013, the Joyce Foundation funded the University of Minnesota’s Center for Applied Research and Educational Improvement (CAREI) to conduct an evaluation of the Pilot. This report summarizes results of surveys and interviews conducted during November and December 2013 with Pilot participants. This status report is the first of three reports. The report for the entire Pilot year will be available in August 2014 and a final report, which will include information on the value-added assessments, an element of the student learning and achievement component, will be submitted to the Joyce Foundation in December 2014. The data in this report is preliminary and encompasses only the first three months of the school year; thus readers should not over-generalize the findings or conclusions presented here. The purpose of this interim report is to provide formative feedback to the Minnesota Department of Education (MDE).
Minnesota State Teacher Development, Evaluation and Peer Support Model Pilot: Initial Evaluation Report Executive Summary
(2014-02-05) Dretzke, Beverly; Ingram, Debra; Kwon, Melissa; Peterson, Kristin; Sheldon, Timothy; Wahlstrom, Kyla; Crampton, Anne; Dahmes, Shannon; Larabee, Kaitlyn; Lim, Alicia
Minnesota Statute requires that districts begin evaluating teachers in the 2014-2015 school year. In response to the statute, during early winter 2011, the Minnesota Department of Education (MDE) convened a work group to consult with the Commissioner to develop a state model for teacher growth and development. In winter 2013, MDE released the Minnesota State Teacher Development, Evaluation, and Peer Support Model (hereafter “Model”) and began planning for a pilot of the Model during the 2013- 2014 school year (hereafter “Pilot”). The Model includes three components: 1) teacher practice, 2) student engagement, and 3) student learning and achievement. Sixteen school districts and one charter school across Minnesota agreed to participate in the Pilot. Six of the districts are implementing the full Model (all three components) and nine districts are implementing one or two components of the Model. The size of participating districts varies widely, ranging from 287 students to 7,356 students. In August 2013, the Joyce Foundation funded the University of Minnesota’s Center for Applied Research and Educational Improvement (CAREI) to conduct an evaluation of the Pilot. This report summarizes results of surveys and interviews conducted during November and December 2013 with Pilot participants. This status report is the first of three reports. The report for the entire Pilot year will be available in August 2014 and a final report, which will include information on the value-added assessments, an element of the student learning and achievement component, will be submitted to the Joyce Foundation in December 2014. The data in this report is preliminary and encompasses only the first three months of the school year; thus readers should not over-generalize the findings or conclusions presented here. The purpose of this interim report is to provide formative feedback to the Minnesota Department of Education (MDE).
Minnesota State Teacher Development, Evaluation and Peer Support Model Pilot: Participant Recommendations
(2014-02-06) Dretzke, Beverly; Ingram, Debra; Kwon, Melissa; Peterson, Kristin; Sheldon, Timothy; Wahlstrom, Kyla; Crampton, Anne; Dahmes, Shannon; Larabee, Kaitlyn; Lim, Alicia
In August 2013, the Joyce Foundation funded the University of Minnesota’s Center for Applied Research and Educational Improvement (CAREI) to conduct an evaluation of the Minnesota State Teacher Development, Evaluation and Peer Support Model Pilot. This report summarizes participant recommendations gathered via surveys and interviews conducted during November and December 2013 with Pilot participants. The report for the entire Pilot year will be available in August 2014 and a final report, which will include information on the value-added assessments, an element of the student learning and achievement component, will be submitted to the Joyce Foundation in December 2014. The data in this report is preliminary and encompasses only the first three months of the school year; thus readers should not over-generalize the findings or conclusions presented here. The purpose of this interim report is to provide formative feedback to the Minnesota Department of Education (MDE).
Minnesota State Teacher Development, Evaluation, and Peer Support Model Evaluation Report
(2015-01) Dretzke, Beverly; Ingram, Debra; Peterson, Kristin; Sheldon, Timothy; Wahlstrom, Kyla; Baker, Julia; Crampton, Anne; Lim, Alicia; Yap, Shannen
Seven Topics in Education: A Review of the Literature for School District 112
(University of Minnesota, Center for Applied Research and Educational Improvement, 2001-12) Sheldon, Timothy; Center for Applied Research and Educational Improvement
Changes of every sort pose significant challenges to school districts today. It seems each day we are confronted with a new set of concerns, which force us to ponder again the best approach to schooling. Schools today, for instance, are under pressure from all sides to be fiscally efficient, rigorously accountable for student outcomes, and technologically advanced; while at the same time we demand that those schools be safer, more nurturing and also beautifully designed. These elements need not be mutually exclusive - that is to say - they may co-exist. The challenge for decision makers is to strike that perfect balance of benefits, both short and long term, with costs. This document is aimed at addressing seven topic areas in education. It is hoped that the document will stimulate questions, encourage discussion, and provide some guidance for decision making.
Staying Power: Assessing the Impact of the be@school Program on Student Attendance Behavior
(Center for Applied Research and Educational Improvement, 2012-12) Sheldon, Timothy
Truancy has reached epidemic levels in schools in the United States. School truancy is associated with delinquency, substance abuse, educational failure, and school attrition. This paper describes 2010-2011 evaluation results of the be@school truancy intervention program in Hennepin County, Minnesota’s most populous county. The program was implemented to increase school attendance through coordinated, progressive early intervention efforts that provide educational and support services to school-age children and their families. Over 6,000 children, grades K-12, and their families were referred to the program. The evaluation compared children’s attendance records before and after program interventions. Results showed a significant reduction in unexcused absence rates among students whose families participated in parent group meetings. Moreover, students whose families received community agency support had significantly fewer absences than their counterparts who received no such support. The findings suggest that early school interventions that include community and parental involvement can markedly reduce student truancy rates.

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